Sensitive periods, language aptitude, and ultimate L2 attainment
Edited by Gisela Granena and Mike Long
[Language Learning & Language Teaching, 35] 2013. xv, 295 pp.
Mike Long
List of John Benjamins publications for which Mike Long plays a role.
Title
Subjects Applied linguistics | Cognition and language | Language acquisition | Psycholinguistics
2015 Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching Implicit and Explicit Learning of Languages, Rebuschat, Patrick (ed.), pp. 387–416 | Article
In a study of implicit learning of an artificial L2 morphosyntactic rule, 65 adult native speakers of English were randomly assigned to one of three conditions: incidental, intentional, or control. Participants in the experimental conditions were trained on sentences containing a determiner phrase,… read more
2015 TBLT: Building the road as we travel Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference, Bygate, Martin (ed.), pp. 1–26 | Article
Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with… read more
2013 Introduction and overview Sensitive periods, language aptitude, and ultimate L2 attainment, Granena, Gisela and Mike Long (eds.), pp. ix–xvi | Article
2013 Some implications of research findings on sensitive periods in language learning for educational policy and practice Sensitive periods, language aptitude, and ultimate L2 attainment, Granena, Gisela and Mike Long (eds.), pp. 259–272 | Article
Opinions differ as to the implications of research findings on sensitive periods in language learning – and more generally, on age effects – for educational policy and practice. This is true even among those convinced of relationships among age of beginning a foreign language, rate of development,… read more
2013 Maturational constraints on child and adult SLA Sensitive periods, language aptitude, and ultimate L2 attainment, Granena, Gisela and Mike Long (eds.), pp. 3–42 | Article
Claims for a biologically based schedule for language learning were first advanced 50 years ago. 100+ studies later, debates continue as to the existence, scope and timing of one or more sensitive periods for SLA. At least eight reasons can be identified for the lack of consensus, several of which… read more
2009 Chapter 4. Three approaches to task-based syllabus design Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 57–82 | Article
Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic, and situation, continue to be employed in synthetic, Type A, syllabuses. While each is relevant for analyses of the… read more
2009 Chapter 7. Task-based teaching and assessment Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 135–142 | Article
Dissatisfaction with conventional linguistically-based syllabuses, along with a growing understanding from research findings of how people learn second (including foreign) languages, has led since the 1980s to a number of proposals for various kinds of task-based alternatives. Examples include the… read more
2000 Focus on Form in Task-Based Language Teaching Language Policy and Pedagogy: Essays in honor of A. Ronald Walton, Lambert, Richard D. and Elana Shohamy (eds.), pp. 179–192 | Article
1999 Implicit Negative Feedback The Acquisition of Japanese as a Second Language, Kanno, Kazue (ed.), pp. 9–30 | Article
1991 Focus on Form: A Design Feature in Language Teaching Methodology Foreign Language Research in Cross-Cultural Perspective, Bot, Kees de, Ralph B. Ginsberg and Claire Kramsch (eds.), pp. 39–52 | Article